Abstract

This research addresses why scientists and engineers choose
to become librarians and information scientists and how the library
profession can identify and encourage these newcomers. Presented as a
panel discussion at the 2001 Annual Conference of the Special Libraries
Association, the questions addressed in this research reflect the concerns
of LIS professionals as they recruit librarians who have scientific or
technical backgrounds. Results from interviews and a survey posted on
selected mailing lists reveal details of career shifts from science and
engineering to LIS. An influential factor in such moves was personal
recruitment by LIS professionals.

Introduction

At the Special Libraries Association 2001 national conference, a panel
discussion on the topic of why scientists leave science and go into
library and information science (LIS) was popular and generated a lot of
discussion. That this topic continues to be of considerable interest
comes as no surprise. For decades the job market has been excellent for
qualified librarians who are also versed in one or more of the sciences or
in engineering; such candidates are typically scarce and in high demand.

Appropriate qualifications for librarians working in the areas of science
and technology (sci-tech) have been discussed by the professional LIS
community for years. Reporting on a 1983 survey of academic science
librarians, Mount (1985) found that only 32% had degrees
in the sciences or engineering, although 51% had taken sci-tech courses in
higher education. Almost twenty years later, the numbers have not changed
much; in a study of academic science and engineering librarians Winston
(2001) noted that 35.5% had degrees in biology, physics,
chemistry, or engineering. Dewey's comments (1986)
regarding the disparity between advertised openings for LIS-trained
scientists and applicants who meet the criteria are still pertinent.

An entire issue of Science and Technology Libraries devoted
to the topic of education and training in science and technology
librarianship emphasized challenges and emerging trends. (Hallmark and Seidman 1998). A point raised in several
articles was the desirability of subject knowledge on the part of science
librarians and the shortage of such individuals. Lucker, for example, is
"firmly convinced that a strong undergraduate grounding in science and/or
engineering would be the best preparation for a position involving
reference, collection development, and public services," particularly for
research libraries, but recognizes that such an expectation is unrealistic
in today's job market (Lucker 1998).

In the author's experience as an academic reference librarian, a
background in chemistry was beneficial in focusing and defining the
user's information need and, subsequently, in searching large databases
such as Chemical Abstracts. Decades later, Wiggins argues that such
knowledge is even more critical:

In the light of increased complexity of chemical information
searching today, with ever more knowledge of chemistry needed to use the
tools effectively, it was felt that the implementation of new
interdisciplinary graduate programs in chemistry/library and information
science and in chemistry/computer science should be explored at Indiana
University (Wiggins 1998).

In recognition of the need for information specialists with scientific
knowledge some libraries have instituted successful staff training
programs. One such program at San Jose State has been well received by
library staff.

Science . . . has a large and incomprehensible vocabulary that
becomes a barrier for a non-science librarian who is trying to answer a
science question. Because of this barrier, we developed a program to give
librarians a fast, but focused view of a particular science field and its
organization, tying that to the literature for that field. We wanted to
give the non-science librarian enough information to be able to . . .
guide the science student to material he or she needed and [know] when to
refer a question to a subject specialist (Peterson and
Kajiwara 1999).

In an investigation of education for geoscience librarians, similar
emphasis was placed on subject knowledge:

Participants in the study agreed that a strong science
background for geoscience information specialists was highly desirable, if
not essential. Some library managers, in fact, stated that they would
prefer to hire a geologist and train that person in library and
information science than vice versa (Hallmark
1998).

For an information specialist the advantages of having at least some
knowledge of science and/or technology are considerable. Library users
more readily accept and acknowledge the librarian/scientist as an equal -
someone who understands and appreciates scientific values, vocabulary, and
methodology. Knowing something of the scientific discipline gives the
information specialist more confidence in asking questions during the
reference interview and a greater rapport with clientele. After the
information need is clearly defined, the ensuing research in a scientific
or technical field by a librarian/scientist is likely to be more effective
and efficient. For example, searching such databases as the Derwent World
Patent Index, Beilstein, or Chemical Abstracts is enhanced by
knowledge of chemistry.

Salaries of science information professionals vary widely, chemistry being
one of the more lucrative areas. A survey of chemical information
professionals (both with and without the LIS degree) during the 1991-92
academic year included members of the American Chemical Society's Division
of Chemical Information, American Society for Information Science (ASIS),
and the Science and Technology section of the Association of College and
Research Libraries. The average salary for academic positions was $36,900,
for industry $57,000 and for government $54,900 (Silverman
1993). Although ten years old, these data illustrate the salary
differentials in the ranks of information professionals, depending on the
type of employer. With regard to higher salaries for chemistry
librarians, Hooper-Lane (1999) surveyed academic
chemistry librarians and found better than average qualifications among
them: 86% took college level courses; 64% had a science degree; and 43%
had a degree in chemistry.

Many librarians who do not hold a formal degree in the sciences or
engineering are highly successful science librarians. One can have an
appreciation for the literature and methodology of science and engineering
without having taken formal courses. Hackenberg (2000)
administered a survey through email discussion groups in the sciences and
in eight schools of LIS and found that 46.9% of the respondents had at
least a "scientific background," broadly defined. Haselbauer (1984), Storm and Wei (1994), and Frank (1989) make strong arguments for hiring librarians who do not
hold a science or engineering degree, pointing out aspects of education
and expertise that are crucial in academic science libraries in addition
to scientific and technical knowledge. Frank emphasizes effective
communication and interpersonal skills as well as experience and training
in online searching. Storm and Wei suggest positive steps that the
nonscientific librarian can take, for example, reading widely in selected
journals such as Scientific American, attending lectures or
seminars on scientific topics, and taking courses.

The challenge of producing qualified science librarians can be addressed
either by attracting scientists and engineers to schools of LIS or by
educating LIS students and graduates in science-technology disciplines. A
key ingredient for success is the availability of financial support during
graduate school. Recruiting scientists to LIS programs has been
successful when federal or university funding was available such as was
the case with the HEA Title IIB fellowships. Programs such as Indiana
University's Chemical Information Specialization/Master of Library Science
continue to offer an appealing model for such training.

Methods

The three research questions in this study derive from the
continuing concern that our profession does not attract adequate numbers
of information professionals with a background in science or
technology.

Why are some scientists and engineers attracted to LIS?

When did they decide to change careers?

How can information specialists (and others in society) encourage
people with science or engineering degrees to consider LIS as a career
option?

In an effort to uncover the motivations and rationale of this group of
scientists-and-engineers-turned-librarians, the researchers chose to use
personal interviews and a survey, with counterbalancing strengths and
weaknesses. The open-ended interview provides more in-depth detail and
the opportunity to explore unanticipated avenues and ideas during the
conversation but reaches fewer individuals; the number of participants is
limited by time constraints. A survey reaches many more people in
relatively less time. It provides a wider big picture, at least of those
who choose to respond, with somewhat more structured data. Both the
survey and the interview elicited very strong opinions, complete with a
great deal of commentary, recommendations, and examples. Participants
clearly felt strongly about the topic of our research.

Interviews. Through the library literature, telephone
calls to selected LIS faculty in accredited schools, the library
literature, and personal knowledge of practitioners' backgrounds, 23
individuals who were candidates for interviews were identified. Two were
unable to participate, but the remainder agreed to be interviewed by
telephone or, in two cases, in person. Surprising similarities among this
group of subjects became apparent in ensuing conversations, indicating
that a representative cross-section had been achieved. Interviews ranged
from 15 minutes to an hour or so in length, and the subjects were candid,
cooperative and, at times, eloquent.

Interview questions were tested in advance on three subjects, resulting
in the following set:

What attracted you to science originally?

Please describe your career in science, particularly what you liked and
disliked about your work.

What were the level and subject of your degree(s)?

When and why did you consider switching to LIS?

What are you doing (or what do you plan to do) in our field?

Do you have suggestions for how our profession could improve the
recruitment of science and technology majors to LIS?

Likely to elicit lengthy replies, the first two open-ended questions were
more appropriate for interviews than for a survey questionnaire.

Survey. The researchers asked for voluntary participation
in the study by distribution of a survey on these science-technology
listservs: CHMINF, GEONET, SLA-ENG, SLA-PAM, and ST. A total of 194
individuals responded. To increase the response rate of the survey,
reference to their former scientific careers was omitted in order to
concentrate on the subjects' subsequent work in LIS. The survey questions
covered these areas:

Academic data, i.e. the level and subject of degree(s)

Attraction and advantages of a career in LIS

Current position and type of library

Advice to others who may be considering such a move; suggestions for
recruitment

Interviewees as Scientists and Engineers

A variety of degrees were represented: microbiology, astronomy, chemistry,
mathematics, biology, biochemistry, agriculture, civil engineering, and
geology. Subjects were initially attracted to science through a variety
of experiences, as illustrated by the following examples:

As children their role models were scientists; one or both parents
were scientists and encouraged them to go into science. "We talked about
physics every night at the dinner table."

A junior high or high school science teacher was very influential and
encouraged them to major in science. "I had a fantastic high school
chemistry teacher who was very inspiring. I was convinced I wanted to be
a chemist for the rest of my life." "From the 7th grade on, I was a
geologist."

Their early physical environment was influential. "I grew up on a farm
in Missouri and loved animals and crops and harvesting. Agriculture
seemed like a natural."

They discovered the appeal of science, often accidentally, through
college courses or reading about science. "I was in the last group to
register as a freshman, and all the classes I wanted were full, so I just
randomly chose a geology course. I fell in love with geology."

Many of these individuals had impressive careers, and often their
co-workers or supervisors tried to talk them out of leaving science. On
the other hand, some colleagues were very encouraging. "Hey, go for it!
No more toxic fumes, safety glasses, and benchwork." Following are some
revealing remarks from a former engineer and a former scientist:

I worked ten years designing buildings, mostly commercial projects; I
liked it a lot at first, but found it more and more stressful. One is
responsible for ensuring that the buildings don't fall down; there are
legal issues. For years I felt I was missing out on things I would like
to do.

I loved my research in nutritional biochemistry: genetic polymorphism
related to enzyme activity and the role of folates and folic acid in
health. But you feel like you're on a treadmill; in academic science
there is less and less time for research and more and more administrative
work, namely grant writing. You write a grant proposal. Wait a year. If
it is funded you hire graduate students, then set up the lab . . . It
could be several years before you can implement your idea. It's no longer
'Publish or Perish,' it's 'Get Funded or Perish.'

Completed surveys were received from 194 information specialists who had
degrees in science or engineering; the highest degree of 67% of the
participants was a BS or BA; 25% held an MS or MA as their highest degree;
and 8% the PhD. Table 1 shows the distribution of the subjects by the
level of the highest degree received and field of specialization.

Table 1
Subject Specialties and Highest Degree Received of
Participants in both the Survey and the Interview

Subject Specialty

Bachelor's

Master's

Doctorate

Geology

28

11

3

Life Sciences

40

12

6

Chemistry

46

17

6

Mathematics

15

3

1

Physics/Astronomy

13

2

1

Engineering

11

4

0

The Switch to Library and Information Science

The rationale for moving from science or engineering to LIS has
aspects of both "push" and "pull" motivations. The former encompassed
some degree of disillusionment or dissatisfaction with a current career
in science stemming from such aspects as:

need for stability; the oil industry was laying off

field work is exhausting

economics: needed a job and a fast degree

no time for family and children; wanted more regular hours

limited career opportunities in the sciences without a PhD

tired of working in a male-dominated career

About 25% of our subjects fell into one of these categories.

The remaining 75% who felt positively drawn to the LIS field had a great
deal to say about their career change. Of that group a majority (56%)
described their love of the scientific and technical literature as well as
the fun and challenge of information research. Especially emphasized were
the unceasing variety of their jobs (17%), powerful cutting-edge
technology (32%), the fascination of the information explosion (12%),
finding the "needle in the haystack" for clients (3%), the power and
prestige that arises from contributing to the organization's bottom line
(5%), and the satisfying and critical teamwork with faculty and other
researchers (18%). These percentages total more than 100%, as some
participants mentioned more than one aspect of their work.

Table 2
Type of Environment in Which Participants Were Employed
or Hope to be Employed

Academic

79

Corporate

59

Special (other than Corporate)

43

Government

16

Public

3

Uncertain

17

Advice to Scientists Considering a Career in Librarianship

Participants in the study offered many suggestions and a great deal of
encouragement to potential information specialists. In this section of
the paper are presented their verbatim advice and comments directed to
scientists and engineers who may be considering a career change. If these
remarks seem overly enthusiastic, even na´ve, the reader should keep in
mind that these individuals chose LIS after having had other careers and
perhaps tend to proselytize to their former scientific colleagues.

Visit a corporate library or a university science library and
talk to the librarian. Investigate the field by taking an elective course
in LIS if the opportunity arises, or get a student job in the university
science or engineering library. And definitely do obtain the LIS degree;
one is at a decided disadvantage working in a library with only the
scientific knowledge.

The opportunities in LIS seem boundless [in comparison to my previous
career]. For example, one can become proficient in patent searching where
you deal with challenging databases in which you develop a real and
valuable expertise. The pay level is high and many jobs are available.
Or you can go into such areas as competitive intelligence, chemical
structure searching, or consulting in scientific information and data
management (data modeling, database design and development, content
analysis) while using cutting-edge technology.

You'll be working in a profession where you are challenged every day to
find information that you never knew you could find. Think of getting
paid to go on a treasure hunt or to solve puzzles all day! You will
contribute to many people's research and projects and obtain a broader
outlook on your company or institution than if you were working in a lab.
Ours is a great profession for the eternally curious, because as a science
librarian you can never know enough. You will never get bored.

Once you are a librarian/scientist, keep a foot in both camps. Maintain
your scientific society memberships and attend their conferences as well
as LIS conferences. Keep your scientific knowledge current as well as
learning the latest in web design and usability, networks, network
security, database searching, new information resources, etc. on the LIS
side.

Recruitment to LIS

One participant summed up the recruitment scene: "I am the chair of a
search committee right now and the pool of eligible/appropriate candidates
is tragic. I really wish there were more of us!" Many of the people
contacted during this study lamented the contrast between the excellent
job market for librarians with science degrees and the number of qualified
applicants. In this section are suggestions for more effective
recruitment, illustrated by some real-life scenarios.

Repeatedly, in both conversations and written comments descriptions of the
effectiveness of one-on-one recruitment emerged. Whether initiated by a
colleague, a counselor during Career Day, a sci-tech librarian who noticed
a user especially interested in the information aspects of his research,
or a supervisor, individual intervention was very effective. Most
librarians have noticed users with a sci-tech background who like to teach
or assist others. Such individuals are often good prospects, as a couple
of participants illustrated: "Somehow I became the 'research person' for
a group of lawyers who needed scientific and technical information." "I
always volunteered to go to the library and look up stuff for my team."

Two engaging scenarios further illustrates the effectiveness of one-on-one
contact when recruiting:

My older sister is an engineer and a researcher in industry. She
has a librarian friend and introduced him to me. He is very highly
respected and articulate and loves his job. I talked to him for hours.
He did research! At his university he did research in electronic
publishing. Now he goes to conferences and reads the literature and puts
together information. He is very valued by his company (where my sister
works). I suddenly realized, "I can continue research in science! I can
find a great job that doesn't run my life!"

I decided to go back to school and a course in LIS caught my eye.
Internet issues are fascinating to me and I also like literature and
history. So I decided to take the LIS course as an elective to see how I
liked it. I was surprised to get a personalized letter from the Dean who
had noticed I was registered for an LIS course but wasn't in the program;
he suggested that I might like to apply to the program. It made a big
impression on me. The letter was really nice, and I felt flattered that
he had asked me to apply.

These findings corroborate views held in the LIS field for years. Stuart
and Drake (1992) urged librarians to recruit students
currently enrolled in bachelors degree programs in science and
engineering. They pointed out that such students were already using the
latest technology and that librarians "are in a perfect position to
advertise the market for information specialists in the sciences and
engineering and to propose that some might consider science and technical
information provision as a career."

Some useful "talking points" effective in recruitment emerged in the
interviews and survey. A former geologist, now a geology branch
librarian, pointed out that the freedom in the academic library world is
nice. One can often set one's own agenda to a large extent, do some
writing and research and publication. A chemist-turned-librarian made the
same point. Several people described their fascination with information
technology and that emphasizing the opportunities that technology brings
to our field is effective. Talk to juniors in college and recruit them
while they are still in college. The lack of an LIS undergraduate degree
makes recruiting at that level effective. Along the same line is the need
for educating undergraduate advisers and career counselors in colleges of
science and engineering to convince them to include LIS as an option for
their graduates.

LIS professionals can encourage students in LIS to promote their science
strengths in job applications and in interviews. They may not realize the
significant advantage they have over their peers. Similarly, academic
advisers and career counselors can be on the lookout for such students and
encourage them to make the most of their science background.

More scholarships and fellowships for new LIS students with backgrounds in
science or technology are significant inducements. When such funds have
been available in the past, excellent applicants rapidly appeared. There
is no doubt that effective recruitment is greatly enhanced by financial
support.

Conclusion

The most compelling, consistent theme running through the comments of the
scientists-turned-librarians was that they had no idea that the LIS
profession was so interesting, challenging, and enjoyable, nor were they
aware of the revolution brought about by information technology. These
findings are not new. A large proportion of the general public continues
to picture "librarians" as people who collect fines and keep both users
and materials orderly. Although some LIS professionals are successful
recruiters, for the most part the field as a whole continues to depend too
much on accidental discovery to make known its intellectual rewards and
challenges.

Given the current national priorities, it is clearly unlikely that
significant funding for the education of science-technology information
specialists will materialize from federal or state sources. So it seems
to be up to individuals in the discipline to locate and recruit likely
candidates who can play such a critical role in our field.